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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anuario Electrónico de Estudios en Comunicación Social 'Disertaciones' is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The growth in generative artificial intelligence tools has prompted a wide-ranging debate on the implications and consequences of using artificial intelligence in education, which requires a deep reflection on their use to ensure that they are incorporated appropriately. This article therefore addresses the use of Artificial Intelligence by teachers, both in professional tasks and in activities to integrate it into the classroom. Teachers who have used Artificial Intelligence in education were given a questionnaire, and the comments of teachers who have integrated these tools in education in various activities were analysed. The data analysis shows that generative and conversational tools in Artificial Intelligence are the most used, both for lesson preparation and to integrate these tools in the classroom with students. It was also found that there is a concern for adequate training, and a worry about the possible spread of plagiarism problems was perceived. In general, Artificial Intelligence is considered to be a tool that can improve teaching and learning in the classroom. The qualitative analysis has made it possible to generate a classification of educational activities that integrate Artificial Intelligence in education. [ABSTRACT FROM AUTHOR]

This text presents an excerpt from a Master's degree research developed in Luanda (Angola), by the Postgraduate Program in Performing Arts at the Federal University of Rio Grande do Norte (Brazil), which investigates ethnotheatrological aspects of Angolan cultural manifestations. This is specifically about discussing the relevance and possibilities of understanding certain elements of Angolan rituals as teaching principles to be considered in basic education schools, especially through working with artistic languages that turn their attention to the cultural richness of different mother tongues and corporeities of Angola. The pedagogical practice with ritualistic elements of Angolan cultural manifestations is approached here as a way of expanding opportunities -- through working with artistic languages (dance, theater, music, etc.) that manifest typical ritual performances -- to understand, situate and reupdate the production of local knowledge. [ABSTRACT FROM AUTHOR]

This paper will develop what is understood by the right to education and how it is specifically regulated in the contexts of confinement, taking into account how the educational stimulus regulated in article 140 of Law 24.660 operates and its importance in the process of social reintegration of inmates. A comparison will be made between what is sanctioned by the National Education Law and the international human rights instruments with constitutional hierarchy that support this right and what actually happens in the penitentiary system. Likewise, an analysis will be made of Argentine jurisprudence that recognizes the right to education of persons deprived of liberty and its importance for the system of progressiveness regulated by the law of penal execution. On the other hand, an analysis will be made of how, in practice, the reduction regulated by article 140 has lost its virtuality due to the introduction of a group of offenses that are not eligible for the liberatory institutes through Law 27.375. The main objective lies in the need to emphasize that education in prison contexts is essential for social reintegration and that the State has the obligation to guarantee this right. [ABSTRACT FROM AUTHOR]

This work aims to interpret the pedagogical and technological elements in the literature associated with using emerging technologies in the teaching process. For this reason, exploratory research was carried out with a qualitative approach, identifying through a search by categories and subcategories in bibliographic databases. In the same way, four research questions were used, which yielded 68 articles that contributed to the development of this. The pedagogical elements of the traditional classroom were found to be mantained over the years, and some technological elements have been incorporated. So, significant advances in the use of information and communication technologies are evident. Likewise, essential changes are reflected in society and the educational system without the fundamental transformations demanded by 21st-century education. In addition, events, limitations, barriers, changes, needs, system actors, progress, application areas, as well as positive aspects related to the application of these innovative tools (augmented reality, virtual reality, mixed reality, and 3D video games) that favor work in the classroom and the teaching process. Finally, the possibility of permanence in the future is also evident, given its captivating power with the younger population, destined to become a permissible alternative aimed at the educational scenario from the transformation of the traditional classroom to the digital, in an innovative way through new technologies. [ABSTRACT FROM AUTHOR]

Copyright of Open Scholarship of Teaching & Learning is the property of Open Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Open Scholarship of Teaching & Learning is the property of Open Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revistade Ingenierías Interfaces is the property of Revista de Ingenierias INTERFACES and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Saberes Plurais is the property of Saberes Plurais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arquivos de Ciências da Saúde da UNIPAR is the property of Associacao Paranaense de Ensino e Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Conexxión is the property of Red Univercom, S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Technology & Education / Revista de Tecnología & Educación is the property of ECORFAN-Mexico S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Educa UMCH is the property of Universidad Marcelino Champagnat and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Analisi: Quaderns de Comunicacio i Cultura is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Information and Communication Technologies (ICT) promote the urgent need to forge a new learning. This has originated the massiveness of continuous training. Since, through these technologies, by doing and undoing, you learn. Since years ago the intelligent classroom, as an innovative strategy, was not known and the knowledge acquired in it did not provide for a correct teacher training as the maximum technological challenge. At that time, a critical analysis of the classroom was necessary as an integral part of digitization. But today there is already talk of the digital environment as an aspect of educommunication and, therefore, we will carry out a gradual journey in the critical analysis of the classroom as an integral part of Ecuadorian digitization, cooperative learning and the satisfaction of student needs as a role within social pragmatism. Likewise, if these methodological updates make a revolution or are only adaptations of what exists. [ABSTRACT FROM AUTHOR]

Copyright of Revista Virtual Universidad Católica del Norte is the property of Revista Virtual Universidad Catolica del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Evaluación Educativa is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia Escolar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work arises with the idea of applying a new constructivist methodology within the classroom, relating educational content with technology, to transform the traditional class into a dynamic education. The goal of this study was to develop discrete mathematics classes with the use of software and to assess the results of incorporating this resource. For this, classes were designed on the subject of Boolean algebra that used the Logic Friday software as support for the class. Then, a survey was carried out on 30 students of a Technical Software Development career, about the use of software for circuit diagram classes and their simplification. The students indicated that they did not use technological resources to develop their classes. Meanwhile, in the classes where the simulator software was used, the teacher's explanation was much better in relation to the understanding of the topics and the learning of Boolean algebra. In addition, they indicated that the software is dynamic and easy to use and that it improved their understanding. In conclusion, it is determined that the use of technological resources in the class helps to improve student understanding and to achieve quality learning. [ABSTRACT FROM AUTHOR]

Master graduate students of Education - UTEG proposed to analyze the conceptualization of pedagogy as a science of education. Method: 66 UTEG Master graduate students of Education participated through surveys analyzed using absolute and relative frequencies as well as Chi² correlation. Results: Female gender (75.8%), age group 45-64 (87.9%), conceptualization of pedagogy as a science of education (69.7%). From this group, 72.2% had taken subjects or attended events related to this topic. 82.6% demonstrated an interest in pedagogical theory and 83.3% in its application to the teaching practice. The conceptualization of pedagogy as a science of education was related to the female gender, ages 45-64 years, who consider its mastering beneficial as well important in terms of its facilitating strategies for learning theoretical subjects. Conclusions: Conceptualizing pedagogy as a science of education benefits the mastery of this science and the use of mediation strategies that promote the learning of theoretical subjects with an epistemological basis. [ABSTRACT FROM AUTHOR]

This paper aims the meanings of cultural diversity, multiculturalism and interculturality, interconnecting them to the educational act. In this way, it is based on the premise that diversity is something inherent to the human being, exhibits the peculiar qualities of the inhabitants of certain geographical locations and the traits that make their culture unique. Within this universe, multiculturalism is defined as the recognition of the existence of diversity, of conditions of respect and tolerance to coexist within society, but maintaining a hegemonic logos that conditions social practices, adapting to global interests that pose the diversity and inclusion, masking the Western hegemonic status. From this, the urgency of entering intercultural issues, in dialogue between cultures, is assumed, but the paradigmatic approaches of Bilingual Intercultural Education have failed to transcend the limitations of multiculturalism. Interculturality, therefore, has to be connected to decolonizing proposals, to the transformation of reality, acquiring a genuine meaning in another pedagogical praxis, as another epistemic and political project, with the possibility of creating different imaginaries, where permanent processes take place. of changes, development and space for the integration of alternative identities. [ABSTRACT FROM AUTHOR]

Introducción. La UNESCO define la bioética como el estudio sistemático, pluralista e interdisciplinario, para resolver los problemas éticos planteados por la medicina, las ciencias sociales y de la vida, comprendiendo lo relativo a los adelantos científicos aplicados a seres humanos y su relación con la biósfera. La UNESCO, asistida por un comité internacional de expertos, presentó en el 2016 el plan de estudios básico de bioética “The Bioethics Core Curriculum”, orientado a fortalecer su enseñanza en ambientes universitarios. El objetivoprincipal de este manuscrito fue identificar los referentes conceptuales y los esfuerzos multilaterales para la inclusión de la bioética en los currículos, señalando su pertinencia para el mejoramiento continuo, el fortalecimiento de la enseñanza y la investigación en las ciencias biomédicas. Temas de reflexión. Referentes conceptuales vigentes, esfuerzos multilaterales en la enseñanza de la bioética, política nacional de ética de la investigación, bioética e integridad científica. Conclusiones. La bioética, como ciencia de la supervivencia, es un pilar fundamental para la práctica de las ciencias biomédicas. Es evidente la necesidad de formar y preparar de manera adecuada a los futuros profesionales, líderes de opinión, académicos, investigadores, políticos y tomadores de decisiones en aspectos bioéticos, con el propósito de mejorar y fortalecer la formulación de referentes bioéticos en la práctica biomédica y la investigación en ciencias de la salud. Introduction. UNESCO defines bioethics as the systematic, pluralist, and interdisciplinary study to resolve the ethical problems posed by medicine, social sciences, and life, understanding matters related to scientific progress applied to human beings and their relationship with the biosphere. In 2016, UNESCO, aided by an international committee of experts, presented “The Bioethics Core Curriculum”, aimed at strengthening its teaching in universities environment. The main objective of this manuscript was to identify the conceptual references and multilateral efforts for the inclusion of bioethics in curricula, indicating their relevance for continuous improvement, strengthening of teaching, and research in biomedical sciences. Topics of reflection. Current conceptual references, multilateral efforts in bioethics teaching, national research ethics, bioethics, and scientific integrity policy. Conclusions. Bioethics, as a survival science, is a fundamental pillar for the practice of biomedical sciences. The need to educate and adequately prepare future professionals, opinion leaders, academics, researchers, politicians, and decision makers in aspects of bioethics is obvious, in order to improve and strengthen the formulation of bioethical references in biomedical practice and research in healthcare sciences. Introdução. A UNESCO define bioética como o estudo sistemático, pluralista e interdisciplinar para resolver os problemas éticos colocados pela medicina, ciências sociais e da vida, incluindo questões relacionadas aos avanços científicos aplicados ao ser humano e sua relação com a biosfera. A UNESCO, auxiliada por um comitê internacional de especialistas, apresentou em 2016 o currículo básico de bioética “The Bioethics Core Curriculum”, visando fortalecer seu ensino em ambientes universitários. O objetivo principal deste manuscrito foi identificar as referências conceituais e os esforços multilaterais para a inclusão da bioética nos currículos, apontando sua relevância para a melhoria contínua, fortalecimento do ensino e da pesquisa em ciências biomédicas. Tópicos de reflexão. Referências conceituais atuais, esforços multilaterais no ensino de bioética, política nacional de ética em pesquisa, bioética e integridade científica. Conclusões. A bioética, como ciência da sobrevivência, é um pilar fundamental para a prática das ciências biomédicas. Fica evidente a necessidade de formar e preparar adequadamente futuros profissionais, formadores de opinião, acadêmicos, pesquisadores, políticos e tomadores de decisão em aspectos bioéticos, com o objetivo de melhorar e fortalecer a formulação de referências bioéticas na prática biomédica e na pesquisa em ciências da saúde.

Educators are one of the occupational groups most at risk of work stress and professional burnout. Therefore, the objective of this paper is to review studies on the triggers and facilitators of burnout syndrome in teachers. Method: an exploratory systematic review was conducted including material in English and Spanish, published between 1992 and 2022. More precisely, 27 empirical works that analyzed triggers of burnout syndrome in teachers were selected. In addition, 5 articles and books that addressed aspects related to the facilitators of the syndrome were included. Then the triggers for professional burnout were systematized and classified according to Peiró's taxonomy (40). Finally, the facilitators were grouped into three specific categories. Results: the burnout triggers were: work environment, work overload, role conflict and role ambiguity, interpersonal relationships, professional career development, use of communication and information technologies and organisational structure. The facilitators reported were: socio-demographic characteristics, personality characteristics and coping style. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)